Course: Differentiating Instruction Using the Common Core State Standards
Presenter: Carolyn Coil
Credits: 3 Graduate Credits
Required Reading: Differentiated Activities and Assessments Using the Common Core State
Standards, Carolyn Coil, Pieces of Learning, 2011.
Successful Teaching in the Differentiated Classroom, Carolyn Coil, Pieces of Learning, 2007,
Chapter 1. (included in eClassroom)
Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms, Diane
Heacox, Free Spirit Publishing Inc., 2009, pages 6 - 14. (included in eClassroom)
Course Overview
Carolyn Coil has long been a champion of differentiated instruction. In this course, she presents her
repertoire of tools and strategies in a new light: the Common Core State Standards.
Teachers at all levels will delight in classroom-ready materials that help them organize their efforts to
reach all students. Dr. Coil’s book provides practical examples for a cross-section of standards, subjects,
and grades. An accompanying CD includes templates that make customization easy. Classroom footage
illustrates each tool or strategy in use with real kids, grades 1 – 8.
Presenter’s Bio
Carolyn Coil, Ed.D., has been an educator and teacher trainer for over 30 years. She currently teaches
courses in gifted and talented education and does workshops for schools and school districts on a wide
variety of topics, including raising student achievement, differentiating curriculum, implementing
assessment strategies, and addressing the challenges of preparing our children for living and working in
the 21st Century. She is the author of a number of books, articles, and blogs containing practical
strategies for classroom teachers. Dr. Coil has worked in the United States, Australia, New Zealand,
Hong Kong, Bermuda, the Marshall Islands, Spain, Germany, Ecuador, Croatia, South Korea, China, and
Canada.
Course Objectives
After completing this course, educators will know:


How differentiating instruction leads to increased student achievement
How to incorporate the CCSS into lessons for all students
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Student Learning Outcomes
After completing this course, educators will apply the following skills:


Create differentiated lessons and units for a mixed ability classroom
o Tiered Lessons and Units
o Individual Lesson Plan (ILP™)
Implement the following strategies and approaches into their own classrooms:
o Criteria Cards to assess products and performances
o Curriculum Compacting for students who’ve already mastered a skill
o Tic-Tac-Toe grids as graphic organizers
o Questivities™ to launch culminating projects
Unit 1: Introduction
In this unit, Dr. Coil reviews the key instructional shifts required by the Common Core, including an
emphasis on informational texts, citing evidence, and reading complex texts in English language arts; as
well as a commitment to focus, coherence, and rigor in mathematics.
Unit Objectives
After completing this unit, educators will know:

The major changes in instruction brought about by the Common Core State Standards (CCSS)
Student Learning Outcomes
After completing this unit, educators will be able to:

Understand why and how teaching will differ with the CCSS
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 4 – 6
Unit 2: Differentiation
In this unit, Dr. Coil considers six different aspects of the differentiated classroom, including provisions for:



Different ways to take in, work with, and learn information, as well as different ways for students
to show what they know
Different amounts of time to complete work
Differences in language acquisition and culture
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


Different levels of thinking, readiness, skills, and/or ability
Different assignments
Different means of assessment
Dr. Coil also discusses Vygotsky’s Zone of Proximal Development, and its implications for diverse
learners.
Unit Objectives
After completing this unit, educators will know:


The definition of differentiating instruction
How the research supports differentiating instruction
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Describe the benefits of differentiating instruction
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 7 – 12
Successful Teaching in the Differentiated Classroom, Carolyn Coil, Pieces of Learning, 2007, Chapter 1.
(included in eClassroom)
Making Differentiation a Habit: How to Ensure Success in Academically Diverse Classrooms, Diane
Heacox, Free Spirit Publishing Inc., 2009, pages 6 - 14. (included in eClassroom)
Unit 3: Assessment and Criteria Cards
In this unit, Dr. Coil illustrates the use of Criteria Cards, an easy way for teachers to describe consistent
expectations for products and performances. Teachers introduce students to 4-6 criteria for a required
product, for example, collages or maps, freeing up valuable time for instruction as the year progresses.
Dr. Coil provides examples for products from ABC Books through Venn Diagrams, and we see the impact
in a second-grade classroom.
Unit Objectives
After completing this unit, educators will know:

The difference between standardized and differentiated assessment
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Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Use Criteria Cards to assess products and performances
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 15 - 31
Unit 4: Curriculum Compacting
In this unit, Dr. Coil looks at differentiation as it applies to academically advanced students. She cites
statistics that demonstrate the need to provide extension and enrichment activities for students who’ve
already mastered basic material such as grammar rules or mathematical procedures. We see curriculum
th
compacting at work in a 4 -grade math class, where students of various abilities describe its advantages.
Unit Objectives
After completing this unit, educators will know:


The definition of curriculum compacting and when and how to use it
How to pre-assess mastery
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Use curriculum compacting in their own classrooms
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 32 - 61
Unit 5: Tiered Lessons and Units
Tiered lessons and units provide multiple versions of assignments and activities that permit students to
th
work at their appropriate levels. In this unit, Dr. Coil shows how to organize your instruction, and an 8 grade math teacher capably demonstrates a tiered lesson in which students solve single-variable
equations of varying difficulty.
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Unit Objectives
After completing this unit, educators will know:

How and when to use tiered lessons/units in a differentiated classroom
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Create and implement a tiered lesson or unit plan
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 144 - 185
Unit 6: Individual Lesson Plan™
The notion of “individual instruction” strikes fear into the hearts of many educators, as they anticipate
exhausting hours spent on multiple versions of a lesson. Happily, that’s not what’s included here. Instead,
Dr. Coil provides a template that organizes the activities for an entire class on a single page (an ILP™),
including Common Core standards, required activities, and student choices. Mini-rubrics on the reverse
side document expectations for each activity. An accompanying Activity Chart helps teachers track
student choices. First-graders demonstrate the possibilities of this approach.
Unit Objectives
After completing this unit, educators will know:


How to use an Individual Lesson Plan in a differentiated classroom
How to assess differentiated activities using an ILP™
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Create and implement an Individual Lesson Plan
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 62 - 101
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Unit 7: Tic-Tac-Toe
According to Dr. Coil, the familiar Tic-Tac-Toe grid is the perfect place for teachers to begin (but not end!)
differentiation in their classrooms. The nine-box grid frames nine possible activities. Teachers may elect
to allow students to choose from all nine options, or group requirements by subtopic or skill level. Minirubrics on the back help students stay focused. Fourth-graders show how it’s done.
Unit Objectives
After completing this unit, educators will know:

How to use a Tic-Tac-Toe grid to differentiate instruction
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Create and implement a lesson using a Tic-Tac-Toe grid
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 112 - 143
Unit 8: Questivities™
In this unit, Dr. Coil demonstrates the use of Questivities™, including seven “thinking questions” that will
change the way students approach project based learning. Dr. Coil takes workshop participants through a
sample math Questivity™, in which teachers examine the qualities of geometric shapes. An eighth-grade
teacher uses Questivities™ Thinking Questions to launch a culminating project on the Middle East, and
students demonstrate their capacity to think deeply about issues that confound most adults.
Unit Objectives
After completing this unit, educators will know:

How to use Questivities™ to launch project based learning
Student Learning Outcomes
After completing this unit, educators will apply the following skills:
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
Create and implement Questivities™
Reading
Differentiated Activities and Assessments Using the Common Core State Standards, pages 102 – 111
Unit 9: Recap and Conclusion
Dr. Coil reviews course highlights.
Unit Objectives
After completing this unit, educators will know:

Classroom strategies for differentiating instruction and when to use them
Student Learning Outcomes
After completing this unit, educators will apply the following skills:

Implement course strategies
Methods of Instruction







Videos (presentations consisting of lecture, interviews, and classroom footage)
Readings
Reflection questions (open-ended questions at intervals throughout the video presentations
where participants are asked to reflect on the course content, their own practice, and their
intentions for their practice)
Quizzes (selected-response quizzes to assess understanding of the video presentations)
Discussion forum (prompts after each unit that engage participants in online dialogue with their
cohorts)
Midterm (a project intended to get teachers to begin to develop their practice by putting to work in
the classroom what they have learned)
Final (a project that enables educators to reflect on their practice and assess their students’ work
through the lens of what they have learned)
Plagiarism Policy
KDS recognizes plagiarism as a serious academic offense. Plagiarism is the passing off of someone
else’s work as one’s own and includes failing to cite sources for others’ ideas, copying material from
books or the Internet (including lesson plans and rubrics), and handing in work written by someone other
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than the participant. Plagiarism will result in a failing grade and may have additional consequences. For
more information about plagiarism and guidelines for appropriate citation, consult plagiarism.org.
Percentage of Course Credit




Reflection questions
Quizzes
Midterm
Final
25%
15%
25%
35%
In order to complete the requirements of the course, the participant must complete all course work (e.g.,
reflections, quizzes, and any midterm and/or final), including watching all videos and participating in all
discussion forums. We do not award partial credit.
Grading Policy
A: 3.4 – 4.0
B: 2.7 – 3.3
C: 2.0 – 2.6
F: >2.0
Reflection/Quiz Rubric
Activity
Distinguished (4)
Proficient (3)
Basic (2)
Unsatisfactory (1)
Quizzes
90-100%
80-89%
70-79%
69% or below
Reflection Question
Participant has
provided rich detail
and supporting
examples from the
course content.
Participant has
included appropriate
content from the
course content.
Participant has
included little that
indicates
consideration and
comprehension of
course content.
Participant has
included little to no
content indicating
consideration and
comprehension of
course content.
Participant has made
responses to prompts
personally
meaningful and
relevant to his or her
teaching practice.
Participant has
made thoughtful
comments in direct
response to the
prompts.
Participant has
answered most
questions directly
but some too briefly.
Participant has not
addressed the
specific questions
posed.
Participant has not
responded to all
reflection questions.
Participant has
copied from the
course transcript
without synthesis or
analysis.
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Midterm
In this midterm, you will consider your classroom practice in light of both the Common Core State
Standards and Differentiated Instruction. You will create a Criteria Card and a Curriculum Compacting
assignment, try them out with your students, and reflect on the results.
A. THE COMMON CORE
Based on Dr. Coil’s description, as well as additional knowledge from your school district and/or the
www.corestandards.org website, describe two areas in which you’d like to improve your practice as it
relates to the Common Core.
B. DIFFERENTIATION STRATEGIES
Identify a student (no names, please) or a group of students whose Zone of Proximal Development is not
addressed by grade-level materials. Describe the issue (e.g., reading several grades below level, is an
English language learner, is working far above grade level in math). Of the strategies described on pages
7 and 8 of your text, which might be most useful for reaching these students?
C. CURRICULUM COMPACTING
1. Identify a Common Core State Standard appropriate for your grade or subject area.
2. Within that standard, identify a skill appropriate for curriculum compacting.
3. Develop an original pre-assessment that will measure mastery of this skill and determine which
students are eligible for curriculum compacting.
4. Create an original enrichment or extension activity or activities appropriate for students who’ve
mastered the material, as well as an assessment for each activity. (You may use the forms provided
on pages 60 and 61, also available by clicking on the Resource button.)
D. CRITERIA CARD
Describe a project or performance (either the one described in item 3 above, or one for students working
on grade-level material) suitable for this lesson or unit. Create a Criteria Card and matching assessment
different from those provided by Carolyn Coil.
E. REFLECTION
Use the curriculum compacting assessment, the enrichment/assessment activity, and the Criteria Card
with your students. Then answer the following questions:
1. How did students who participated in the Curriculum Compacting activity respond to their
assignment? How did the students who received grade-level instruction respond?
2. What were the instructional advantages to each group (compacting and grade-level instruction)?
3. How did you introduce the Criteria Card? What was the impact on the final product, if any? What
was the impact on teaching and learning, if any?
4. What might you do differently if you were to implement this lesson again?
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Midterm Rubric
Step
Distinguished (4)
Proficient (3)
Basic (2)
A-1
Describe two areas
in which you’d like
to improve your
classroom practice
as it relates to the
CCSS.
Self-reflection
connects to
important aspects of
the CCSS, and
illustrates deep
knowledge of own
practice and the
requirements of the
CCSS.
Self-reflection
connects
participant’s practice
to important aspects
of the CCSS, e.g.,
instructional shifts,
ELA anchor
standards, or eight
mathematical
practices.
Self-reflection
connects
participant’s practice
to the CCSS, but
fails to identify or
address its important
aspects.
Self-reflection is
superficial or
missing.
B-1 Describe
students in need of
differentiation and
strategies useful in
reaching those
students.
Participant describes
student needs with
insight; 3 or more
strategies are an
excellent match for
their needs.
Students are welldescribed; strategies
include detailed
descriptions of at
least 3 of the items
described on pages
7 and 8 of the text
(and in Unit 2 of the
video).
Participant identifies
students and
includes descriptions
of 1 or 2
differentiation
strategies.
Participant fails to
identify students, or
provides little or no
evidence of
differentiation.
C-1 Identify a
Common Core
standard for your
grade or subject
area
Participant has
identified a Common
Core standard and
included a skill
perfect for curriculum
compacting.
Participant has
identified a Common
Core standard and
included a skill
appropriate for
curriculum
compacting.
Participant has
identified a standard
and skill, but the skill
doesn’t fit the
standard or is
unsuitable for
compacting.
Participant has failed
to identify a standard
or skill for
compacting.
C-3 Develop an
original preassessment
Pre-assessment
measures mastery of
the skill in a way that
is ingenious or
particularly apt.
Pre-assessment
measures mastery of
the identified skill.
Pre-assessment
connects to the
identified skill, but is
inappropriate in
length or difficulty.
Pre-assessment is
missing or not
connected to the skill
identified in C-2.
C-4 Create an
original enrichment
or extension
activity/activities
and assessment(s).
Enrichment/extensio
n activities meet all
criteria in the
“proficient” category,
and are especially
creative, or
convenient to
Enrichment/extensio
n activities relate
directly to the
standard being
taught, use higherorder thinking skills,
are within students’
Enrichment/extensio
n activities are off the
mark in some way –
too difficult, not
challenging, or just
“more of the same.”
Enrichment/extensio
n activities and/or
assessments are
missing or
superficially
described.
C-2 Identify a skill
appropriate for
curriculum
compacting
Unsatisfactory (1)
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introduce, or offer
amazing insights to
students.
capabilities, and offer
interesting
challenges.
Assessments make
expectations clear.
Or
Assessments fail to
make expectations
clear.
D-1 Describe a
project or
performance and
create a Criteria
Card and
assessment
Excellent match
between the product
or performance and
the standard
addressed. Criteria
Card clearly and
concisely describes
the product.
Product or
performance relates
to the standard
addressed. Criteria
Card describes the
product.
Connection between
the product or
performance and the
standard addressed
is unclear, or fails to
describe the product.
Participant fails to
provide a Criteria
Card or an
assessment, or
makes no
modifications to
material provided by
Dr. Coil.
E-1, 2, 3, and 4
Answer reflection
questions based on
classroom
implementation
Participant’s answers
carefully chronicle
classroom activities
and reveal great
insight into strengths
and weaknesses of
classroom practice.
Participant answers
the questions
thoroughly, identifies
reasonable
instructional
advantages, and
identifies at least one
area for
improvement.
Participant answers
the questions, but
provides few details.
Participant fails to
answer 1 or more
questions.
Formal issues
Participant has made
no grammatical
errors.
Participant has made
a few grammatical
errors.
Participant has made
some distracting
grammatical errors.
Participant has made
multiple grammatical
errors.
Participant has
organized
paragraphs around
clearly articulated
main ideas.
Participant has
organized most
paragraphs around
clearly articulated
main ideas.
Participant has
organized some
paragraphs around
main ideas but not
others.
Paragraphs are not
organized around
main ideas.
Participant has
written in an effective
and eloquent style—
i.e., has varied his or
her sentence
structure and made
careful word choice.
Participant has
written in an effective
and eloquent style—
i.e., has varied his or
her sentence
structure though not
always found the
right word.
Participant has
written in a style that
communicates his or
her thoughts but with
no marked
eloquence and
insufficient attention
to word choice.
Participant has
written in a style that
does not effectively
communicate his or
her thoughts.
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Final
For your final, you will create an original lesson plan using either the Individual Lesson Plan form OR the
Tiered Lesson Plan form. You will describe the activities to be included in the lesson, one of which must
be a Tic-Tac-Toe grid and assessment OR a Questivities project.
A. LESSON PLAN
1. Identify a Common Core standard appropriate to your grade or subject area.
2. Develop one of two types of lesson plans to address this standard:
(1) Create an original Individual Learning Plan™ and assessment (Complete the form
found on pages 84 – 85 of the text, or by clicking on the Resource button in the
eClassroom)
OR
(2) Create an original Tiered Lesson Plan (Complete the form found on pages 184 – 185
of the text, or by clicking on the Resource button in the eClassroom)
3. Include one of the following as an activity in your lesson:
(1) An original Tic-Tac-Toe grid and assessment (found on pages 142 and 143 of the
text, or by clicking on the Resource button in the eClassroom)
OR
(2) An original Questivities project (found on page 111 of the text, or by clicking on the
Resource button in the eClassroom)
B. QUESTIONS ABOUT THE LESSON PLAN
Please answer the following questions about your lesson plan.
1. Describe how each activity enhances student mastery of the standard you’ve chosen.
2. Explain how the activities address the levels of differentiation found on pages 7 and 8.
3. What, if any, difficulties do you anticipate in implementing your plan with your students?
C. REFLECTION ON INSTRUCTION
Please implement this lesson with your students. Then answer the following questions:
1. What worked well? What was difficult?
2. In what way, if any, did the use of the Tiered Lesson Plan or ILP™ contribute to your students’ mastery
of the Common Core standard?
3. How did your lesson impact the students on whom you chose to focus in Item B-1 of the midterm?
4. What might you do differently if you were to implement this lesson again?
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Final Rubric
Step
Distinguished (4)
A-1, 2: OPTION 1
Identify a Common
Core standard for
your grade or
subject area
All of the criteria for a
Proficient rating are
met.
Complete an ILP
A-1, 2: OPTION 2
Identify a Common
Core Standard for
your grade or
subject area
Complete a Tiered
Lesson Plan
Required and/or
choice activities are
inventive and
challenging, invite
participation.
All of the criteria for a
Proficient rating are
met.
Activities are
inventive and
challenging, invite
participation.
Proficient (3)
Required activities
and student choices
clearly support the
standards.
Basic (2)
Unsatisfactory (1)
Some information is
incomplete, or some
activities relate to the
content, but not the
standard.
ILP™ is not
provided, or is
missing substantial
amounts of
information.
Flow of activities is
difficult to manage.
Tiered Lesson Plan
is not provided, or is
missing substantial
amounts of
information.
Choice categories
are clear.
Assessment
descriptions allow
students to operate
with a degree of
independence.
Tiered Lesson Plan
includes whole-class
introductory and
culminating activities,
all of which clearly
support the
standards.
Tiered activities are
parallel (e.g., if level
2 students are doing
a writing activity, so
are levels 1 and 3).
Assessments make
expectations clear.
Or
Relationship of
activities to the
standard is unclear.
Or
Activities are too
difficult or
unchallenging.
Or
Assessments fail to
make expectations
clear.
A-3: OPTION 1
Create a Tic-TacToe grid and
assessment
All of the criteria for a
Proficient rating are
met.
Activities are
inventive and
challenging, invite
participation.
Each Tic-Tac-Toe
activity relates
directly to the
standard.
Relationship of
activities to the
standard is unclear.
Tic-Tac-Toe grid
and/or assessments
are missing or
incomplete.
Or
Organizational
strategy is clear to
the reader (e.g.,
activities are tiered or
grouped by
Activities are too
difficult or
unchallenging.
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A-3: OPTION 2
Create a
Questivities™
project
All of the criteria for a
Proficient rating are
met.
Thinking Questions
and Active Question
will clearly result in
higher-order thinking.
subtopic).
Or
Assessments make
expectations clear.
Assessments fail to
make expectations
clear.
A standard has been
identified, and the
project activity clearly
supports this
standard.
Relationship of the
project activity to the
standard is unclear.
Mini-rubric is clear
and concise.
Mini-rubric is
confusing or
imprecise.
Questivities™ project
is missing or
incomplete.
Or
Project Questions
are relevant.
Or
Thinking Questions
and Active Question
are engaging.
Thinking Questions
and Active Question
are not engaging.
B-1 Reflect on the
lesson plan you
created in A-2
Answers
demonstrate a
thorough
understanding of the
CCSS and
differentiation
strategies, and
carefully consider
possible
implementation
issues.
Answers
demonstrate insight
into the CCSS and
differentiation
strategies, and
anticipate possible
implementation
issues.
Participant answers
the questions, but
provides few details.
Participant fails to
answer 1 or more
questions.
C-1 Implement your
lesson and reflect
on the results
Participant’s answers
carefully chronicle
classroom activities
and reveal great
insight into strengths
and weaknesses of
classroom practice.
Participant answers
the questions
thoroughly, identifies
advantages of using
a Tiered Lesson Plan
or ILP, identifies at
least one area for
improvement.
Participant answers
the questions, but
provides few details.
Participant fails to
answer 1 or more
questions.
Formal issues
Participant has made
no grammatical
errors.
Participant has made
a few grammatical
errors.
Participant has made
some distracting
grammatical errors.
Participant has made
multiple grammatical
errors.
Participant has
Participant has
Participant has
Paragraphs are not
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organized
paragraphs around
clearly articulated
main ideas.
organized most
paragraphs around
clearly articulated
main ideas.
organized some
paragraphs around
main ideas but not
others.
Participant has
written in an effective
and eloquent style—
i.e., has varied his or
her sentence
structure and made
careful word choice.
Participant has
written in an effective
and eloquent style—
i.e., has varied his or
her sentence
structure though not
always found the
right word.
Participant has
written in a style that
communicates his or
her thoughts but with
no marked
eloquence and
insufficient attention
to word choice.
organized around
main ideas.
Participant has
written in a style that
does not effectively
communicate his or
her thoughts.
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